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'I'm the Best! Or Am I?': Academic Self-Concepts and Self-Regulation in Kindergarten

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Title: 'I'm the Best! Or Am I?': Academic Self-Concepts and Self-Regulation in Kindergarten
Language: English
Authors: Compagnoni, Miriam, Losenno, Kelsey Marie
Source: Frontline Learning Research. 2020 8(2):131-152.
Availability: European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Peer Reviewed: Y
Page Count: 22
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Descriptors: Kindergarten, Young Children, Self Management, Self Concept, Goal Orientation, Academic Ability, Self Efficacy, Metacognition, Foreign Countries, Bias, Correlation, Motivation, Self Evaluation (Individuals)
Geographic Terms: Switzerland
ISSN: 2295-3159
Abstract: In this paper, we examined how kindergarteners' self-evaluation biases are related to behavioural self-regulation (SR) and learning goal orientation (GO). According to educational research and practice, fostering high and optimistic academic self-concepts promotes the setting of challenging goals and initiates effective behavioural SR processes. However, research on metacognition states that it is a match between academic self-concept and abilities that provides the optimal conditions for behavioural SR and a learning GO. There is theoretical and empirical evidence in favour of both positions, yet the correlates of self-evaluative tendencies may differ with children's different levels of achievement, which are rarely considered. This cross-sectional study used response surface analysis, an innovative research methodology capable of assessing the complex interaction of academic self-concept and academic abilities on the behavioural SR and GO of 147 kindergarten children (M = 6.47 years, SD = 0.39 years). Polynomial regression models were used to test the presence of a fit pattern in empirical data and offer a new perspective on the interaction of academic self-concept and academic abilities. Results showed that a fit is generally associated with better behavioural SR and a learning GO but that correlates of academic self-concept differ with different achievement levels and outcome measures. This study extends current knowledge, as it offers important insights on how to conceptualise and pursue questions regarding self-concepts and behavioural SR. At an applied level, the findings indicate that interventions with kindergarteners that target SR should take the interactions between self-evaluation biases and ability level into account.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1260774
Database: ERIC
FullText Text:
  Availability: 0
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  Data: 'I'm the Best! Or Am I?': Academic Self-Concepts and Self-Regulation in Kindergarten
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  Data: <searchLink fieldCode="AR" term="%22Compagnoni%2C+Miriam%22">Compagnoni, Miriam</searchLink><br /><searchLink fieldCode="AR" term="%22Losenno%2C+Kelsey+Marie%22">Losenno, Kelsey Marie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Frontline+Learning+Research%22"><i>Frontline Learning Research</i></searchLink>. 2020 8(2):131-152.
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  Data: European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
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  Data: 22
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Ability%22">Academic Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Bias%22">Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation%22">Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Switzerland%22">Switzerland</searchLink>
– Name: ISSN
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  Data: 2295-3159
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In this paper, we examined how kindergarteners' self-evaluation biases are related to behavioural self-regulation (SR) and learning goal orientation (GO). According to educational research and practice, fostering high and optimistic academic self-concepts promotes the setting of challenging goals and initiates effective behavioural SR processes. However, research on metacognition states that it is a match between academic self-concept and abilities that provides the optimal conditions for behavioural SR and a learning GO. There is theoretical and empirical evidence in favour of both positions, yet the correlates of self-evaluative tendencies may differ with children's different levels of achievement, which are rarely considered. This cross-sectional study used response surface analysis, an innovative research methodology capable of assessing the complex interaction of academic self-concept and academic abilities on the behavioural SR and GO of 147 kindergarten children (M = 6.47 years, SD = 0.39 years). Polynomial regression models were used to test the presence of a fit pattern in empirical data and offer a new perspective on the interaction of academic self-concept and academic abilities. Results showed that a fit is generally associated with better behavioural SR and a learning GO but that correlates of academic self-concept differ with different achievement levels and outcome measures. This study extends current knowledge, as it offers important insights on how to conceptualise and pursue questions regarding self-concepts and behavioural SR. At an applied level, the findings indicate that interventions with kindergarteners that target SR should take the interactions between self-evaluation biases and ability level into account.
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  Data: EJ1260774
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
        StartPage: 131
    Subjects:
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Goal Orientation
        Type: general
      – SubjectFull: Academic Ability
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      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Bias
        Type: general
      – SubjectFull: Correlation
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      – SubjectFull: Motivation
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      – SubjectFull: Self Evaluation (Individuals)
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      – SubjectFull: Switzerland
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      – TitleFull: 'I'm the Best! Or Am I?': Academic Self-Concepts and Self-Regulation in Kindergarten
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